Medical Education Department, School of Medicine, Universidad de Concepción, Concepción, Chile.
Medical Technology Department, School of Medicine, Universidad de Tarapacá, Arica, Chile.
BMC Med Educ. 2023 Jan 18;23(1):37. doi: 10.1186/s12909-023-04011-y.
Universities' training process intensely relies on face-to-face education. The COVID-19 pandemic interrupted it and forced them to reinvent their process online. But this crisis seems not to be the last we will face, and we take it as a lesson to prepare for future crises. These critical contexts are especially challenging because they imply changing teaching strategies, and students may not have the technology access or the living conditions to connect as they need. They also lived through a pandemic where the virus and the life changes added stress to their learning process and threatened their well-being. So, this study aims to analyze how well-being variations reported by Health sciences students relate to their learning opportunities, access conditions, and daily activities.
We surveyed 910 Health sciences students from six different Chilean universities at the end of the first semester of 2020, the first in pandemic conditions. Respondents answered online questionnaires about 1) Remote teaching activities, 2) Learning resources availability, 3) Daily life activities, and 4) Well-being changes. We performed descriptive analysis and Structural Equation Modelling.
Live videoconference classes were the most frequent teaching activity; only a third of the students had quiet spaces to study online, and most had to housekeep daily. More than two third reported some well-being deterioration. The structural equation model showed a good fit.
Results show an online learning scenario that tries to emulate traditional learning focusing on expositive strategies. Most students reported that their well-being deteriorated during the semester, but tutorials, workplace availability, and social support were protective factors.
大学的培训过程强烈依赖于面对面的教育。COVID-19 大流行打断了这一过程，并迫使他们在网上重新设计培训流程。但这场危机似乎不是我们将面临的最后一次，我们将其视为吸取教训，为未来的危机做准备。这些关键背景尤其具有挑战性，因为这意味着需要改变教学策略，而且学生可能没有技术访问权限，或者没有必要的生活条件来进行连接。他们还经历了一场大流行，病毒和生活变化给他们的学习过程增加了压力，并威胁到他们的健康。因此，本研究旨在分析健康科学专业学生报告的幸福感变化与他们的学习机会、访问条件和日常活动之间的关系。
我们在 2020 年第一学期末对来自智利六所不同大学的 910 名健康科学专业学生进行了调查，这是大流行期间的第一次调查。受访者在线回答了关于 1）远程教学活动、2）学习资源的可利用性、3）日常生活活动和 4）幸福感变化的问卷。我们进行了描述性分析和结构方程模型分析。
实时视频会议是最常见的教学活动；只有三分之一的学生有安静的在线学习空间，而且大多数人每天都要做家务。超过三分之二的学生报告说他们的幸福感有所下降。结构方程模型显示拟合良好。
结果显示了一种在线学习模式，该模式试图模仿传统学习，侧重于讲解策略。大多数学生报告说，他们在学期期间的幸福感下降了，但辅导、工作场所的可利用性和社会支持是保护因素。
